Lesley A Rex
Biographic Data
| ID | 1606063 |
|---|---|
| NAME | Lesley A Rex |
| GIVEN NAMES | Lesley A |
| FAMILY NAME | Rex |
| SIGNATURE | REX L A |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 51 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
Examining Studies of Inquiry-Based Learning in Three Fields of Education
Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of educat…
Researching the Complexity of Classroom Interaction
School cultures as contexts for informal teacher learning
Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
This article illustrates how teachers’ pedagogical stories inscribe worlds, beliefs, and identities that position their students’ participation and performance. Based on a view of storytelling as a rich site for observing teaching as the joint social construction of “self” as successful academic performer and social actor, the article analyzes two teachers’ storytelling practices that, unbeknown to them, were integral to teaching and learning in …
The Remaking of a High School Reader
S There is ample evidence that students frequently move unsuccessfully from a lower to a higher academic track, but little research into how students successfully make that transition. This investigation builds on scholarship in literacy and teaching and learning suggesting that to be successful, students' identities as readers, writers, and speakers need to be remade within classrooms whose practices are conducive to integration. This study anal…
Judy constructs a genuine question
If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”
Describes the role of class discussion and a teacher’s particular discourse moves in the development of an inclusive learning culture in a high school English literature course with a rigorous academic curriculum. Focuses on how the teacher transformed previously tracked gifted and talented and general students’ understandings of what counted as being a reader while negotiating collaboration
Examining Studies of Inquiry-Based Learning in Three Fields of Education
Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of educat…
School cultures as contexts for informal teacher learning
The Remaking of a High School Reader
S There is ample evidence that students frequently move unsuccessfully from a lower to a higher academic track, but little research into how students successfully make that transition. This investigation builds on scholarship in literacy and teaching and learning suggesting that to be successful, students' identities as readers, writers, and speakers need to be remade within classrooms whose practices are conducive to integration. This study anal…
Judy constructs a genuine question
Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
This article illustrates how teachers’ pedagogical stories inscribe worlds, beliefs, and identities that position their students’ participation and performance. Based on a view of storytelling as a rich site for observing teaching as the joint social construction of “self” as successful academic performer and social actor, the article analyzes two teachers’ storytelling practices that, unbeknown to them, were integral to teaching and learning in …
If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”
Describes the role of class discussion and a teacher’s particular discourse moves in the development of an inclusive learning culture in a high school English literature course with a rigorous academic curriculum. Focuses on how the teacher transformed previously tracked gifted and talented and general students’ understandings of what counted as being a reader while negotiating collaboration
Judy constructs a genuine question
The Remaking of a High School Reader
S There is ample evidence that students frequently move unsuccessfully from a lower to a higher academic track, but little research into how students successfully make that transition. This investigation builds on scholarship in literacy and teaching and learning suggesting that to be successful, students' identities as readers, writers, and speakers need to be remade within classrooms whose practices are conducive to integration. This study anal…
Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
This article illustrates how teachers’ pedagogical stories inscribe worlds, beliefs, and identities that position their students’ participation and performance. Based on a view of storytelling as a rich site for observing teaching as the joint social construction of “self” as successful academic performer and social actor, the article analyzes two teachers’ storytelling practices that, unbeknown to them, were integral to teaching and learning in …
School cultures as contexts for informal teacher learning
Researching the Complexity of Classroom Interaction
Examining Studies of Inquiry-Based Learning in Three Fields of Education
Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of educat…
Pedagogy (6 works) · Psychology (6 works) · Sociology (6 works) · Mathematics education (5 works) · Sociocultural evolution (3 works) · Teacher Education and Leadership Studies (3 works) · Art (2 works) · Curriculum (2 works) · Educator Training and Historical Pedagogy (2 works) · Inclusion (mineral (2 works)